Pay for 12 credits – the equivalent of four courses – and the college picks up the tab for the fifth, worth about $555.
. . . To become eligible, students must have completed 24 credits, taken no fewer than nine and no more than 14 credits the previous semester, and have a grade-point average of at least 2.5. They also must be Philadelphia residents. To stay enrolled, they must maintain a 2.0 GPA, have no course withdrawals or failures, and pay their college bills.
Upper-division courses typically have space for more students, so the college can offer a deal without running up costs.
Mai Nguyen, 19, an aspiring nurse, will graduate in two years.
“I didn’t have the money for the fifth class,” said Nguyen, who gets federal financial aid and works in the college’s financial-aid office to pay for her books. “I would have had to save up my money to take it. Now, I’m saving money, and at the same time saving time.”
Federal financial aid programs count 12 credits as a full-time load, even though it takes 15 credits to graduate on time, points out Complete College America’s “Full Time is 15″ campaign. One completion strategy is to to “ensure that taking 15 credits per semester costs no more than the current 12-credit standard.”
Free “open-source” textbooks are lowering students’ costs at Tidewater Community College in Virginia, writes Laura M. Colarusso for Hechinger Report.
Tidewater’s “Z Degree” program guarantees “zero cost” for learning materials, which can cost students’ more than tuition at community colleges.
The cost of new printed textbooks continue to rise—up more than 7 percent last year alone, according to the Bureau of Labor Statistics, and 82 percent between 2002 and 2012, as calculated by the Government Accountability Office, the non-partisan research arm of Congress.
However, students are spending slightly less, estimates the Department of Education. More are renting textbooks, buying used books online, sharing with a classmate or using the library.
“Textbook rental programs …[have] created a lot of residual competition and forced publishers to sell digital products at better prices,” said Richard Hershman, vice president for government relations at the National Association of College Stores.
Some students try to get by without access to the textbook, said Nicole Allen, director of open education at the Scholarly Publishing and Academic Resources Coalition.
“There is a really alarming trend of a lot of students not buying their textbooks because the price is too high,”Allen said. “Overall student spending on textbooks may be down, but the question is how much of that is because students haven’t bought the books they were supposed to because they can’t afford them.”
Late last year, PIRG surveyed more than 2,000 students at 150 universities. Sixty-five percent said they’d decided against buying a textbook at some point because it was too expensive. Of those students, 94 percent said they’d done worse in the course.
Community Colleges Should Be Free, editorializes Scientific American. Community colleges train technicians for jobs in leading-edge industries and serve as gateways to higher education for first-generation, minority and working-class students.
The Tennessee Promise is showing the way. Starting next year, high school graduate will pay no tuition at two-year community colleges and technical schools.
However, many community college entrants have weak basic skills. Only 32 percent of Tennessee students complete a credential. Gov. Bill Haslam’s program includes “mentors” to help students succeed.
To ensure that the newly enrolled reach graduation day, administrators of community colleges must emphasize accelerated remedial programs to get students through the basics and into career-related classes quickly enough to avoid the frustration and despondency that lead to elevated dropout rates.
The two-year colleges should also give serious consideration to new teaching methods that could maximize the time teachers have to interact with their students. Bill Gates, whose foundation has contributed tens of millions to remedy the failings of two-year schools, recommended in a speech last year that community colleges experiment with “flipped classrooms.” Students watch lectures from MOOCs (massive open online courses) at home. In class, instead of getting lectures, they complete homework-like exercises, with personalized instruction from professors and teaching assistants.
Oregon plans a Promise bill. Mississippi legislators rejected the idea, but may come back to it next year. Now a Texas politician has proposed making community and technical college free to high school graduates in her state.
State Sen. Leticia Van de Putte, the Democratic nominee for lieutenant governor, wants the state to invest $2 billion in a Texas Promise Fund modeled after the Tennessee plan. “It is time to get Texans prepared for the jobs of the future,” said Van de Putte. Students would have to exhaust their federal grant aid and pay for their non-academic fees, books and living expenses.
In Michigan, the Kalamazoo Promise — funded by local philanthropists – guarantees college or university tuition to graduates of district-run public schools. Grades and AP enrollments are up and suspensions are way down, reports Politico. But, nine years after the Promise was announced, college dropout rates remain high for Kalamazoo students.
Brian Lindhal, a 2012 graduate of Loy Norrix High School, had a rocky start at Kalamazoo Valley Community College last fall. After earning a B in English and a D in history his first semester, he didn’t sign up for the winter term. “It didn’t click,” says Lindhal, 20, who works full-time at a company that restores garments after fires and floods. He plans to go back next semester. “I know a lot of people in other places would kill to have what I have,” he says sheepishly.
Rochester, New York also has a Promise program, writes Michael Holzman on Dropout Nation. Very few blacks — and even fewer black males — read proficiently in ninth grade and go on to earn a diploma at Rochester’s high schools. Only nine percent of blacks earned a degree in six years at Monroe Community College. The completion rate was five percent for black males.
College tuition has increased by 1,225 percent since 1978, according to Bloomberg News. In that time, medical costs rose 634 percent and the consumer price index increased by 279 percent.
Job seekers are as attractive to employers with a for-profit certificate or degree as with a community college credential, concludes a Calder working paper by five economists. The study tracked callbacks by employers in response to fictitious resumes.
Resumes were submitted for jobs in administrative assisting, customer service, information technology, sales, medical assisting (excluding nursing) and medical billing, and office work.
Community colleges provide a much better labor market payoff, the study concluded. “It is more expensive to attend for-profit colleges,” Cory Koedel, a University of Missouri economist and one of the co-authors, told Inside Higher Ed. Earning a community college credential provides a better return on investment.
Given the image of for-profit colleges as “greedy diploma mills,” it’s surprising their graduates did so well, responded Stephen R. Porter, a professor of higher education at North Carolina State University. “I was astounded that there was no difference between the groups.”
Job seekers must be prepared for a lot of rejection.
Employers’ overall response rate — meaning a positive, non-perfunctory reply via phone or e-mail – was 11.6 percent for applications that listed community colleges compared to 11.3 percent for those that listed for-profits. Likewise, the split for interview requests was tilted slightly in community colleges’ favor, at 5.3 percent versus 4.7 percent. Those splits fell well within the study’s margin of error.
Employers were even less interested in applicants with “some college.” Given low completion rates, that’s a very large group of people.
North Carolina is making it easier for students to predict the dollar value of college degrees, reports AP. A new state web site will provide median earnings, employment and post-degree education by major, degree and campus.
Five years after earning an associate degree in cardiovascular technology, community college graduates average $60,869. Other top-earning degrees are radiation therapy technology, fire protection technology, nuclear medicine technology and clinical trials research associate.
The median income for associate degree graduates in all subjects was $30,345 after five years. (The search function isn’t fully operational for associate degrees and doesn’t work at all for certificates.)
Nuclear engineering graduates average $89,537 a year five years after earning a bachelor’s degree. Theater graduates average $10,400.
“Of course, there are many paths to success. So this is not a recommendation, it’s just a way to arm students and families with good, useful information,” said Peter Hans, who pushed for the project when he was chairman of the University of North Carolina Board of Governors.
Anthony Carnevale, director of Georgetown University’s Center on Education and the Workforce, said North Carolina’s program, inaugurated last week, is one of the best at showing the value of a degree. He expects college instructors to hate it. “They don’t get up every day and think about getting somebody a job. They’re teaching history or something, so this is news to them,” Carnevale said.
Maine also has launched a site with earnings information by degree for community college and state university graduates.
Should students loans be available for job training?
Under the federal Higher Education Act, students are eligible for Title IV student loans and grants only if they attend formally accredited institutions. That makes some sense, for purposes of quality control. Except that under the law, only degree-issuing academic institutions are allowed to be accredited. And only the U.S. Department of Education gets to say who can be an accreditor.
By blocking new competitors, the system drives up costs, argues Lee. That prices most Americans “out of the post-secondary opportunities that make the most sense for them” and plunges “most of the rest deep into debt to pursue an increasingly nebulous credential.”
The Higher Education Reform and Opportunity Act would give states the power to create their own, alternative systems of accrediting Title IV-eligible higher education providers. . . . State-based accreditation would augment, not replace, the current regime. (College presidents can rest assured that if they like their regional accreditor, they can keep it.) But the state-based alternatives would not be limited to accrediting formal, degree-issuing “colleges.” They could additionally accredit specialized programs, apprenticeships, professional certification classes, competency tests, and even individual courses.
States could allow the Sierra Club to accredit an environmental science program, a labor union to accredit its apprenticeship program and Boeing to accredit an aerospace engineering “major,” Lee writes. Professors — or others with expertise — could go freelance, offering their teaching talents online.
In today’s customizable world, students should be able to put their transcripts together a la carte – on-campus and online, in classrooms and offices, with traditional semester courses and alternative scenarios like competency testing – and assistance should follow them at every stop along the way.
Employers already have shifted a lot of job training to community colleges. Now they could keep it in house — if their state agreed — with federal taxpayers footing the bill. Smashing the cartel could make today’s quality control problems even worse, responds Jordan Weissmann on Slate.
The entire point of requiring schools to be accredited before they can become eligible for federal aid is to make sure students don’t take out loans for a worthless education while burning taxpayer money in the bargain. As the rise of unscrupulous for-profit colleges demonstrates, the accreditors have basically abdicated that responsibility. Adding yet more accreditors into the mix, and making more programs eligible to profit off of loan dollars—without making it easier to kick schools out—would only worsen our problems with predatory colleges.
“Agencies might be more willing to punish a bad actor if they could downgrade its accreditation status rather than revoke it entirely—which is the only option available to them right now,” writes Weissmann. That’s one of the ideas proposed by New America policy analyst Ben Miller on EdCentral.
Parents are spending more to send their children to college, reports Sallie Mae’s How America Pays for College 2014. Ninety-eight percent of families agree that college is a worthwhile investment.
Families spent more out of pocket (42 percent of college costs) while overall borrowing (22 percent of college costs) was at the lowest level in five years. Low-income students, in particular, reduced their reliance on borrowed funds when paying for college last year.
Average percentage of total cost of attendance paid from each source
To make college affordable, more students seeking bachelor’s degrees are starting at community colleges, the survey found. They’re also more likely to choose a college or university in their own state. More than half live at home or with relatives to cut costs.
North Carolina community colleges and state universities will award college credit for military training and experience.
Hoping to speed older students to a degree, the U.S. Education Department will allow some colleges to award credit — and student aid — for competency and prior learning, reports the Chronicle of Higher Education. The “experimental sites” will be announced this week.
Traditionally, federal student aid has been limited to programs that award credits for hours of instruction, known as “seat time.”
Starting last year, the department has allowed a handful of colleges to provide federal financial aid to students enrolled in direct-assessment programs, notes the Chronicle. “If the experiments prove successful, they could make it easier for competency-based programs to qualify for student aid, opening the federal coffers to a much wider swath of nontraditional programs”
The Education Department’s announcement was followed by unanimous House approval of HR 3136, which would create a competency-based demonstration project. The bipartisan bill was sponsored by Rep. Matt Salmon, an Arizona Republican, and Jared Polis, a Colorado Democrat.
“It is common sense to evaluate students on what they know rather than how long they spend in a classroom, but years of government regulation have created a system that places more value on credit hours than years of actual experience,” said Salmon. Veterans and other adult students should benefit, he predicted.
Giving colleges and universities more flexibility will “shorten the time it takes to earn a degree and reduce college costs,” said Polis.
The White House issued a statement supporting the bill.
“Competency” programs really are testing for “mastery,” writes John F. Ebersole, president of Excelsior College, in an Inside Higher Ed commentary. Graduate schools and employers want to know what candidates can do, not just what they know.